Homework Club Math Links

Here’s a couple of great math videos we are going to watch in class this week but students can get extra credit and help make cupcakes for the class this week if they watch them in advance. Just like we reread I like to rewatch!

The first one is a great introduction to time if your child doesn’t know time and the second is a primer on Multiplication and Division.

Whitefish Turkey Trot | Thanksgiving 2019

I have challenged the students to enter the Whitefish Turkey Trot with me on Thursday, November 27, 2019.

Well, I registered today November 17th. Just 10 days away. I think it will be the perfect day and I like that the money goes to the food bank! We’ve been working on our intervals, but it will still probably take me 45 minutes to cross the finish line. IDK well see. But what’s better then a bit of fresh air and a fundraiser on Thanksgiving?!

We have 18 school days till Thanksgiving. We will be running intervals: 20 second run, 20 second walk in the 5k. At least that’s what I will be doing. And it will probably take me close to 45 minutes to complete 3.1 miles.

Run-Walk-Run is the Jeff Galloway method and is good on your knees. We would love to have you join us.

The Whitefish Turkey Trot only costs $12 to register and is a benefit for the Food Bank. They ask participants to:

Please bring non-perishable food to the start of the race and help us donate more than the 900 pounds of food we gave to North Valley Food Bank in 2018. In particular, the food bank needs: Canned fruit, canned soup, frozen veggies and spices.

They keep the race low-key with no shirts or swag, but we’re hope to donate more than the $2000.00 we gave to North Valley Food Bank last year. Come support the community while helping your own body before we go home and eat far too much food.

Whitefish Turkey Trot ~ November 26, 2015 ~ 2º

You can see the course map on their website. FYI the year I ran is was 2º. It was cold and icy. If there is snow or ice, I will not participate but if the weather cooperates I will be there!

ELA Wonders | Unit One/Week One | Storytime | What can stories teach you?

Unit One Theme: The Big Idea 

How can learning help us grow?

Weekly Concept: Storytime

Essential Question:

What can stories teach you?

What stories have inspired you? What new discoveries have you made after reading stories? What else can you learn from stories? Have students discuss in pairs or groups.

  • Model using the Concept Web to generate words and phrases related to stories. Add students’ contributions.
  • Have partners continue the discussion by sharing what they have learned about stories. They can complete the Concept Webs, generating additional related words and phrases.

Three Pigs Play

Vocabulary Routine


Define: If a part of your body ached , it was hurt or felt sore.Example: My head ached and hurt when I had a bad cold.Ask: When has your head ached?

  • Select the vocabulary word.
  • Discuss the visual with students.
  • View the words with animation by clicking on the play icon.
  • Click on the sound icon to listen to the context sentence.
  • Click on the routine tab.
  • Read together with students the definition and example sentence.
  • Read the question. Ask partners to discuss the word.
  • Ask partners to share with the class what they discussed.


concentrateWhen you concentrate, you think very carefully about what you are doing.
Cognate: concentrar
discoveryWhen a discovery is made, something that was hidden or unknown is found.
educatedAn educated person has a great deal of knowledge.
effortA person works hard to finish a task that takes effort.
improvedWhen a person has improved, he or she has become better at something.
inspiredWhen you inspire another person, you encourage that person to do something good.
Cognate: inspirado
satisfiedsatisfied person is pleased with the way something happened.
Cognate: satisfecho

Vocabulary Strategy: Synonyms

Reading Writing Workshop Book

“Bruno’s New Home”

Note Taking Read page 23 together. As you read, model how to take notes. I will think abut the Essential Question as I read and note key ideas and details. Encourage students to note words they don’t understand and questions they have.Page 23: Reread the first paragraph together. Model visualizing for students.I read that Bruno shivered. It is cold and windy, and leaves blow through the trees. I can visualize Bruno with his arms crossed as he shivers. He must be very, very cold.Ask: How do details from the illustration add to the description of the setting in the text? The illustration supports the description of the setting. The text tells me that it is almost winter. I can see that Bruno is wearing a hat and a scarf, and he is shivering from the cold.Tell students that writers often use nonliteral, colorful language when describing a character or a setting to make a story more vivid and interesting. Have students review the first paragraph to find examples of nonliteral language. Say: The text says the “leaves danced around the trees.” I know that leaves do not really dance. The writer must be using dance to make the description of falling leaves more interesting and easier to visualize.

Reading Comprehension Strategy: Visualize

Comprehension Skill: Character


Fragments Vs. Sentences


short a, short i sounds

Spelling Words:

camp grin hand
clap lift stamp
snack rack grabs
glad bill miss
click pink sick

1. Clap your hands after the play.2. We had a tent to camp outside.3. The student raised her hand.4. The stamp came with an inkpad.5. Carrots are a tasty snack.6. Let clean dishes dry on the rack.7. Inez grabs her bike handles.8. The dog wags her tail when she is glad.9. His dad paid the phone bill.10. I miss the summer weather.11. The button made a click.12. The kitten had pink paws.13. Kevin was sick with the flu.14. Her grin showed her nice teeth.15. I could not lift the big box.

Mr. Brown and Goldilocks Bully

We have been working on a play in the classroom about my puppet Alex who is having trouble at school with a new girl who just happens to be named Goldilocks. She is calling names and throwing things on the playground.

Alex has appealed to Mr. Brown for help.


This is what I have so far, if anyone has any suggestions:

Mr. Brown’s Bully Bystander Play

Mr. Brown: Goldilocks, I hear that you are throwing sticks on the playground and being mean to the other kids. You seem like such a sweet girl. Is this true?

Goldilocks: Well they were mean to me first.

Mr. Brown: How so?

Goldilocks: Well, they wouldn’t let me play with them.

Mr. Brown: What were they playing?

Goldilocks: They were playing freeze tag!

Mr. Brown: And they said you couldn’t play? That doesn’t sound like the students I know.

Goldilocks: (shrugs) “well not exactly. I wanted to play with April, but they were so fast and I couldn’t catch them and  so I kept getting tagged it, and it was so hard to catch them! And they don’t understand me anyway.

Mr. Brown: What do you mean they don’t understand you?

Goldilocks: Well, at my old school everyone was mean. They were always picking on me. Bullying me on the playground. Chasing me off the slide, pushing me off the swings, stealing my ball on the court. 

Mr. Brown: What did the teachers say?

Goldilocks: They just let the bears do whatever they want. 

Mr. Brown: Mmmmmmm.

Goldilocks: One of them ate my porridge! And one of them broke my chair and said I did it! My mom was so mad! She roared and roared for days! 

And they’re so slow! They take forever to do their math, and reading! Seriously. I could read Harry Potter before they got through the Bernstein Bears Learn The ABC’s. I could read it in French!

Mr. Brown: My, my. It sounds like you might be struggling to make some friends. Are there any students you like at this school? 

Goldilocks: I like April. And there’s a little monkey named Alex who’s pretty nice, sometimes. 

Mr. Brown: Have you tried to play with them at all?

Goldilocks: Mmmmm sort of. 

Mr. Brown: How did that go? 

Goldilocks: Well, they didn’t really like me. They think I’m strange. 

Mr. Brown: Why do you think that?

Goldilocks: Well, my hair is this weird color, you know.

Mr. Brown: You think they don’t like your hair?

Goldilocks: It’s gold you know!

Mr. Brown: That doesn’t sound like the students I know. I don’t think they would not like you just because your hair is an original color.

Goldilocks: Well, they walk too close in line. They are trying to step on me.

Mr. Brown: The students step on your feet in line.

Goldilocks: Well, no. Not exactly but almost. They’re just trying to get me in trouble with the teachers.

Mr. Brown: Why are they trying to get you in trouble?

Goldilocks: And that monkey Alex, he’s always bouncing all over, nobody ever gets mad at him! I guess the teacher does tell him to walk in line, but as soon as her backs turned he’s bouncing all over. 

Mr. Brown: Goldilocks, do you recognize this book?

(holds up Parent-Student Handbook)

Goldilocks: That’s our school mascot the Eagle on the cover so it must be the School Handbook.

Mr. Brown: Correct and right here inside, on the very 1st page it states:

It is our mission to build into our students:

  • a solid and practical foundation in Reading, Writing and Mathematics;
  • to develop in our students a strong sense of responsibility toward themselves and the whole community;
  • and to provide our students with a safe and secure environment in which to reach these goals.

It also states:

Successful students take responsibility for their own learning and behavior. They make appropriate choices about what to do as well as how, where and when to do it. Every

decision creates a consequence. Responsible students learn from these consequences. They refrain from making excuses or blaming others for their own choices. 

Please discuss with your children the importance and need for responsible behaviors and

3 attitudes. The responsible qualities and behaviors we expect to see in students attending Olney-Bissell School fall into these categories:

1) Is on time

  • is in the classroom and ready to pay attention in a timely manner
  • hands homework in on time
  • gets in line promptly and orderly
  • organizes to be on time for bus, recess, lunch, dismissal, etc.

2) Comes prepared to learn

  • brings necessary/appropriate materials for class
  • organizes desk, locker, materials
  • has drinking water available if needed

3) Works at learning

  • optimistic
  • self-motivated
  • focuses on and completes tasks without reminders
  • uses time productively
  • pays attention/listens actively
  • follows directions
  • manages impulsivity
  • curious and reflective

4) Respects rights of self and others to learn

  • raises hand, waits turn to speak, doesn’t interrupt others, engages in
  • appropriate physical contact (hands and feet stay in own space)
  • cooperative and considerate
  • communicates and socializes effectively (verbally and non-verbally)
  • cleans up after self
  • takes care of materials (yours, the schools, other peoples)
  • participates in learning activities

5) Asks for and receives support

  • takes initiative to ask for support
  • receives support when it is offered
  • respectfully communicates needs, struggles, frustrations
  • accepts consequences of behaviors

Mascot Name and School Colors:

Bissell School mascot name is EAGLES. 

Well you recognized the mascot. I knew you were smart. 

Do you know the school colors Goldilocks?

Goldilocks: Blue and gold?

Mr. Brown: Correct, the school colors are blue and gold. Isn’t that interesting your hair is one of the school colors?

Goldilocks: MMmmm… I never thought about that before.

Mr. Brown: Maybe when you are in middle school you should run for school council?

Goldilocks: In middle school? Do you think I will still be here then?

Mr. Brown: Why wouldn’t you be?

Goldilocks: IDK, I’ve been to a lot of schools. I might be living in the city by then. We move around a lot, so it doesn’t really matter if I make friends because I probably won’t be here for a birthday party anyway. And I don’t even really care if Sara had a birthday party this weekend and I wasn’t invited. Parties are stupid anyway. I had the coolest idea for a present she really would have liked it. You see it was made of: 






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ELA: Lesson Zero • Week Two | Desert Meerkats

Animal Groups

Genre: Informational Text

We will read about meerkats, animals that live in southwest Africa in groups called a “mob.”

Desert Meerkats is an expository text or informational text that

  • Gives facts and information about a topic.
  • Includes text features such as photos, captions, headings, sidebars, graphs and maps.


We will note any main ideas and key details that we find. We will also note any questions that we have or unfamiliar words.

Essential Question

What can you discover by observing nature?

Observing is watching someone or something closely. Discuss the topic of animal communities. Focus on the way that animals work together to adapt to their environment, or surroundings.

  • Many animals are social. They live together in groups.
  • Some animal groups include mobs, gangs, herds, prides, and flocks.
  • The animal groups work together to find food, raise their young, and stay safe in their environment.
  • Closely observing nature can help us discover and learn about animal groups in our environment.

Partner Talk ~ Collaborative Conversations

flaming hot

What are some animals in nature you have watched or observed? 

Use Speaking Checklist and Listening Checklists to make sure you are a sharing properly with your partner.

Read Desert Meerkats

Identifying text’s organization helps readers know what to look for as they read. In “Desert Meerkats,” the author uses sequence to explain the role of a sentinel.

When sentences in expository text are not clear, students will need to read carefully and simplify them. Read aloud sentence 6 in “Safety in Numbers.” Look at the participial phrase “begging for food.” This phrase tells what the pups do while following the gang around. They follow the gang around and beg for food.

We will encounter complex texts that require them to read carefully and think deeply. We will need to read paragraph by paragraph, determine the meaning of unfamiliar words, and connect and make inferences about information and ideas as they go. Sometimes I will need to help you to understand the text.

  • What detail on page 1 shows what the sentinel does first?
  • The text says that the sentinel stands on its hind legs so it can look out for enemies. Does this happen before or after the sentinel eats until it is full? 
  • What detail on page 1 shows what the sentinel does first? (First, the sentinel finds some food to eat.)
  • The text says that the sentinel stands on its hind legs so it can look out for enemies. Does this happen before or after the sentinel eats until it is full? (after)

Explain that when sentences in expository text are not clear, students will need to read carefully and simplify them. Read aloud sentence 6 in “Safety in Numbers.” Point out the participial phrase “begging for food.” Explain that this phrase tells what the pups do while following the gang around. If necessary, restate it as They follow the gang around and beg for food.

Discuss Types of Complex Text 
Explain that this year students will encounter complex nonfiction texts that require them to read carefully and think deeply about what they are reading. They will need to read paragraph by paragraph, determine the meaning of unfamiliar words, and connect and make inferences about ideas as they go. You may need to provide additional scaffolding to help students.

Purpose In narrative nonfiction, students may be unsure whether to focus on a real person’s feelings and actions or on factual information. This ACT can help clarify students’ focus. It can also help students explore and make inferences about the author’s purpose in an informational text when it is not clearly stated.

Genre Informational text, especially in science and social studies/ history, requires students to recognize text features, signal words, and text structure. This ACT can help students recognize specific features in informational texts and how to use them to comprehend what they are reading better. It can help them understand how to read complex science and social studies texts.

Organization When an informational text lacks signal words or uses more than one text structure, students may need support in determining the organization in order to find text evidence. This ACT supports students by pointing out text structures and how they are used to give information.

Connection of Ideas Informational text usually includes several important ideas and details. This ACT shows students how to link specific information together to find the essential idea.

Sentence Structure Nonfiction texts often include long, dense sentences. This ACT may show students how to interpret difficult sentences or how to break them into more understandable forms.

Specific Vocabulary Nonfiction texts may be filled with sophisticated academic language and domain-specific words and jargon that students do not know. There may not be adequate context for them to infer the meaning. This ACT will support students by showing them how to use other vocabulary strategies, such as identifying word parts or using a dictionary.

Prior Knowledge Informational texts may contain domain specific information that students lack the prior knowledge to comprehend. This ACT will provide background information that provides support for domain-specific ideas and details in the text.

Vocabulary Strategy


Decoding Multisyllabic Words

Day 2: Comprehension Strategy: Point of View

Theme: As good readers read narrative texts, they go beyond character, setting, and plot to analyze theme. The theme is the overall lesson or message an author wants to express through the story. Usually readers will need to make inferences to determine the theme. They will put together the important details of a story, decide what the message is, and use the details to paraphrase the theme. Readers should read the entire story before determining the theme.

Make Inferences As students determine the theme and character’s point of view, they will need to make inferences. To make an inference, they will use important details in the story to determine information that the author does not state.

he author’s point of view is what the author thinks about a topic. In third grade, readers will determine how an author’s point of view and purpose are conveyed in a text.

  • Readers can analyze the kinds of details an author presents to help them figure out the author’s point of view and purpose. Are the details positive or negative? Biased or unbiased?
  • Positive and negative words such as wonderful or awful can help readers determine the author’s point of view and purpose.
  • Evaluating an author’s arguments and specific claims by identifying claims that are supported by reasons and evidence from claims that are not, may help determine whether the author is biased or unbiased in his or her point of view.

Remember close reading is reading carefully and paying attention to details. The purpose is to evaluate what you read to identify the author’s point of view.Text Evidence Citing text evidence is using evidence from the text to support answers. When answering questions, you will be asked to point out the exact text you used to answer the question or make an inference. YOU must do close reading in order to cite text evidence.Author’s Point of View Reread paragraph 2. Focus on the author’s point of view. Let’s use text evidence to infer the author’s point of view about meerkats.

Think Aloud The author says that meerkats “have a smart way to avoid the heat. They burrow tunnels…They use their strong claws to dig tunnels.” These details help me figure out that the author thinks meerkats are good at adapting to their environment. The word smart is a positive word, and from it I can infer, or figure out, that the author thinks that meerkats are clever animals.

Make Inferences When the author does not directly state an attitude about a topic, readers must use text clues to figure out the author’s point of view. The details an author includes and the words he or she uses can help readers infer the point of view.

Reread Reread the last paragraph of the article with students.

Ask: What is the author’s point of view about meerkats? Do you agree? Cite text evidence to support your answer. 

(Answer The author thinks that meerkats are smart and cute. Evidence “They are adorable little creatures.” “But they have a smart way to avoid the heat.“ “It is a very smart system.” I agree with the author. I think meerkats are smart because they know how to protect themselves and are good at adapting to their environment. I also agree that they are cute, because I can see in the photos that they have very cute faces.)

Write About Reading: Summarize Write a summary of “Desert Meerkats.” You may work with a partner if your team has not gotten any spleems. I will select pairs to share their summaries with the class. Remind students that their summaries should only be a few sentences long.

Day 2

Genre Tell students that they will learn about informational genres, including nonfiction narratives, such as biographies or autobiographies, persuasive articles, and expository text. Point out that informational text often contains text features, such as headings and boldface key words, and illustrations, such as photographs and captions, maps, charts, diagrams, time lines. 

Close reading

Close reading is reading carefully and paying attention to the details. The purpose of close reading is not just to summarize or find the main idea. Close reading requires readers to analyze and evaluate what they read to make decisions about the genre and the story’s structure.

Cite Text Evidence Tell students that citing text evidence is using evidence or examples from the text to support answers and inferences. Explain that as students answer questions, they will be asked to directly quote the section of the text that they used to answer the question or to make an inference. In an informational text, they might use facts and details as text evidence. Explain that students can also use graphs, charts, and diagrams as text evidence. Point out that students must do close reading to cite evidence directly from the text.

Genre Reread the first page of “Desert Meerkats on Start Smart 6–7 Online PDF. Ask: What tells you that this is a persuasive article?

Think Aloud To answer this question, I’ll think about the elements of a persuasive article. I know that a persuasive article state the author’s opinion on a topic. This author is writing about meerkats. In the first paragraph, the author uses the words cute and adorable to describe the meerkats. In the second paragraph, he uses the word smart to describe them.I also know that in a persuasive article, the author supports his or her opinion with facts and examples. In the second paragraph, the author explains how meerkats escape the heat buy digging tunnels in the ground. Later on the author points out that the tunnels help to keep the meerkats safe from predators.

3 GUIDED PRACTICE OF CLOSE READINGAsk: Look at the photograph and caption on page 6. What information do they add to the text? (The photograph shows five meerkats standing on their hind legs. This helps me understand what they look like. The caption tells me that adult meerkats are about a foot tall and weigh two pounds. This information is not in the text.)

Read the heading on page 7. What does it tell you this section will be about?(It tells me that this section will probably be about how the meerkats stick together in a group because it is safer.)Continue close reading of the article; help students identify more reasons and evidence the author uses to support his opinion.

Genre ChartTell students that throughout the year they will be learning more about different nonfiction genres. Knowing the characteristics of a genre will help them predict the kinds of information the author will provide as they read. This year third (graders) will learn the features of expository text, narrative nonfiction, persuasive articles, autobiography, biography and informational articles.Students will also determine the overall structure of events, ideas, concepts, or information in a text.

Distribute the Genres chart on Start Smart 3 Online PDF. Review the names of the nonfiction genres; then help students list key characteristics for each. Tell students that as they read new texts they will be recording examples of each genre type and adding to the list of characteristics.For more work with genres, use the online Genre Passage Handbook.

Vocabulary Strategy – Morphology

Vocabulary words

  • unafraid
  • happily
  • joyful
  • doable
  • cheery
  • clapping
  • remake
  • mislead
  • appointed

Prefix Explain that a prefix is a word part that is added to the beginning of a word and changes its meaning. The word to which a prefix is added is called the root word, or base word.

  • Common prefixes include un-, re-, dis-, in-, non-, over-, mis-, sub-.
  • Students can use the meaning of the prefix to determine the meaning of the whole word. There are limitations to identifying prefixes in words. For example, not all words that begin with unbegin with a prefix. The letters u-n in unhappy form a prefix; the letters u-n in uncle are not a prefix. To determine whether or not a group of letters is a prefix, remove the letters from the word. What remains must be a known word.

Suffix Explain that a suffix is a word part added to the end of a word that changes the word’s meaning and often its part of speech. A suffix is added to a root word, or base word.

  • Common suffixes include -s, -es, -ed, -ing, -ly, -y, -able, and -ful. Some common suffixes, such as -y and -able come from Latin.
  • A suffix sometimes changes the spelling of the root word. For example, when the suffix -ing is added to a CVC word, the final consonant is doubled (run/running); when a suffix is added to a word ending in a consonant and y, the changes to before adding the suffix (fly/flies); and when a suffix is added to a word ending in e, drop the before adding the suffix (make/making).


  • unafraid: feeling no fear or anxiety.
  • happily: in a happy way. (adverb)
  • joyful: feeling, expressing, or causing great pleasure and happiness. (adjective)
  • doable: within one’s powers; feasible. Able to do. (adjective)
  • cheery: happy and optimistic. (adjective)
  • clapping: strike the palms of (one’s hands) together repeatedly, typically in order to applaud. (verb)
  • remake: make (something) again or differently (verb)
  • mislead: cause (someone) to have a wrong idea or impression about someone or something (verb)
  • appointed: assign a job or role to (someone). (verb)

Phonics – Six Syllable Types

Students will work with the six syllable types this year. Knowing these syllable types will help them read long, unfamiliar words. Display the name of each syllable type and examples for students to record in their writer’s notebooks.

(1) Closed These syllables end in a consonant. The vowel sound is generally short. The vowel is enclosed (or closed in) by the consonants. (rab/bit, nap/kin)

(2) Open These syllables end in a vowel. The vowel sound is generally long. The vowel is open and free to say its name. (ti/ger, pi/lot)

(3) Consonant + le Usually when le or ion appears at the end of a word and a consonant comes before it, the consonant + le or + ion form the final stable syllable. (ta/ble, lit/tle, ac/tion, ten/sion)

(4) Vowel Team Many vowel sounds are spelled with vowel digraphs, or teams, such as ai, ay, ee, ea, oa, ow, oo, oy, oi, ie, and ei. The vowel teams must stay together and appear in the same syllable. (ex/plain/ ing, team/mate)

(5)r-Controlled When a vowel is followed by the letter r, the vowel and the must appear in the same syllable. Therefore, they act as a team that cannot be broken up. (tur/tle, mar/ket)

(6) Final (Silent) (VCe) When a word has a vowel-consonant spelling pattern, the vowel and the final silent must stay in the same syllable. (com/pete, de/cide)

Fluency Yearly Goals

Tell students that fluency involves three key aspect of reading: rate, accuracy, and expression. Explain the following:

  • Rate The rate at which we read is important. We need to read at a pace appropriate for the level of text difficulty. In Grade 3, the goal by the end of the year is to read 97–117 words correct per minute (WCPM). Explain to students that you will be testing them on their rate throughout the year to meet this goal. Rereading previously read passages and stories is one way they will increase their rate.
  • Accuracy Correctly identifying words is key to skilled, fluent reading. Explain to students that the work they do in phonics and word study will help them read longer and harder words. They will also use the Syllable Speed Drill on Start Smart 8 Online PDF to help them become automatic at reading those words with more complex spelling patterns or words that have irregular spellings.
  • Expression Fluent readers read with proper phrasing and intonation, or prosody. They read dialogue the way a character would say it. They speed up when the action in a story gets exciting, and they slow down on difficult parts of text. This means that the reader is decoding and comprehending the text at the same time, the hallmark of a skilled, fluent reader.

Day 3

Using a Dictionary

Tell students the following:

  • dictionary, or a glossary in a nonfiction book, lists words in alphabetical order. Dictionaries are found online and in print.
  • The guide words show the first and last words on the page. Words come between the guide words alphabetically.
  • The entry words show the spelling and syllables of a word. Syllabication separates syllables by bullets and shows how many syllables a word has.
  • The pronunciation of each word is shown in parentheses.
  • The part of speech is shown after the pronunciation.
  • The word’s origin, such as the language it comes from, is shown.
  • You use a dictionary or a glossary to look up unfamiliar words. You can also use a dictionary to confirm a word’s meaning to make sure you are using it correctly.

Lesson Zero • Day One

We will read 3-4 stories for each section that highlight each skill. Your child should be able to access all the stories etc at home on the McGrawHill ConnectEd site.

Genre: folktales.

  • Folktales are based on the traditions and beliefs of a people.
  • Folktales are passed down from generation to generation. Students may find oral storytelling cues like many years ago or once upon a time.
  • Folktales often use animal characters.
  • Folktales often teach a lesson.

Essential Question

What discoveries can people make when they cooperate with others?

When people cooperate, they work together toward the same goal. Discuss the topic of discoveries. Focus on what people can accomplish, or do, when they work together and what they might discover about themselves or others.

  • One person alone may not be able to solve a problem or accomplish a goal.
  • When people cooperate and share their ideas and individual talents, they make a strong team.
  • Teamwork can lead to new discoveries and help people accomplish things they could not do alone.

Why is cooperating with others on a team a good way to accomplish a goal?

Use Speaking Checklist and Listening Checklists to make sure you are a sharing properly with your partner.

Read Kaffa’s Discovery

Look for clues about the lesson that the story is trying to teach. Reread paragraphs 1 & 2 Who is the main character? What does he want to do?

Folktales are tales passed down from parents to children. Tell students that the purpose of folktales is usually to teach a lesson. The lesson is often stated at the end of the story.

The purpose of the folktale “Kaffa’s Discovery” is to teach a lesson about teamwork. Readers can identify details in the story that support the theme.

  • What happens when Kaffa and his sister Mandi argue about who should be leader? 
  • What does Annie tell Kaffa? 
  • What does Kaffa learn? 
  • What happens when Kaffa and his sister Mandi argue about who should be leader? (Kaffa does not do his job and Annie must save the mob.)
  • What does Annie tell Kaffa? (Everyone in the mob is important. They need each other for food and protection.)
  • What does Kaffa learn? (Everyone is important on a team and each team member must do his or her part.)

We will encounter complex texts that require them to read carefully and think deeply. We will need to read paragraph by paragraph, determine the meaning of unfamiliar words, and connect and make inferences about information and ideas as they go. Sometimes I will need to help you to understand the text.

Purpose The purpose of a fiction text may be more complicated than simply to entertain. Students will need to decide whether to focus on the characters, the setting, or the plot. As they read, they will also need to recognize the story narrator’s or main character’s perspective about events and other characters. They should also notice whether the author is more sympathetic to some characters than others.Genre Different genres incorporate literary elements and devices. Readers need to attend to these in order to fully comprehend the text. Students need to understand the “rules” for fictional genres. For example, they should recognize that folktales have a message and the characters’ actions lead to that message.Organization Students need to understand how a text is organized in order to find evidence within the text. Most narratives at the Grade 3 level have a linear structure in which the plot events, beginning, middle, and end are presented in sequence. Literature narratives also have settings and characters.Connection of Ideas When reading complex fictional texts, students need to make inferences and synthesize information throughout the text. They must recognize that in fiction, the characters’ actions may be implied rather than explicit.Sentence Structure Complex sentence structures, such as dialogue or formal and informal language, may be challenging for students and require close reading.Specific Vocabulary Fiction texts may include idioms, similes, metaphors, and concept words that may require students to use a dictionary, context clues, or knowledge of word parts.Prior Knowledge Complex fiction texts may assume a level of prior knowledge that students may not have. Students may need additional cultural/historic background.

Vocabulary Strategy

  • Context Clues
  • Using A Thesaurus


Decoding Multisyllabic Words

Day 2: Comprehension Strategy: Theme

Theme: As good readers read narrative texts, they go beyond character, setting, and plot to analyze theme. The theme is the overall lesson or message an author wants to express through the story. Usually readers will need to make inferences to determine the theme. They will put together the important details of a story, decide what the message is, and use the details to paraphrase the theme. Readers should read the entire story before determining the theme.

Make Inferences As students determine the theme and character’s point of view, they will need to make inferences. To make an inference, they will use important details in the story to determine information that the author does not state.

Eureka Math Lesson One

Objective: Understand equal groups of as multiplication.

Application Problem (10 minutes)

There are 83 girls and 76 boys in the third grade. How many total students are in the third grade?

Concept Development

Problem 1: Skip-count to find the total number of objects.

(Select 10 students to come to the front.) At the signal, say how many arms you each have. Two! Skip count to solve 10 x 2 = ?

Problem 2: Understand the relationship between repeated addition, counting groups in unit form, and multiplication sentences.

You have 12 counters. Use your counters to make equal groups of two. How many counters will you put in each group? Show with your fingers.

Problem 3: Write multiplication sentences from equal groups.

Problem Set (10 min)

Practice Problems of arrays

Student Debrief (10 Min)

Review Lesson Objective: Understand equal groups of as

Three Pigs, A Wolf, and a Book

Download pdf here

Narrator: Once there were three little pigs who each built a neat little house for himself at the edge of the Deep Dark Woods.

Able: I will build my house out of straw.

Buster: I will build my house out of twigs.

Clark: Look at those houses. This won’t do at all! I’m going to build my house out of fine strong bricks!

Narrator: One day a Big Bad Wolf showed up at Able’s straw house. He didn’t even bother knocking. 

Big Bad Wolf: Huf, Puff, Huff, Huff Puff! Wooooooo

Narrator: Able ran next door to Buster’s house. The Big Bad Wolf saw that the stick house was just as poorly made as the straw house, so he went:

Big Bad Wolf: Huf, Puff, Huff, Huff Puff! Wooooooo

Narrator: Able and Buster ran to next door to Clark’s house. They told him that the 

Big Bad Wolf was on his way and was going to blow his house down.

Clark: He can try. 

Narrator: Clark went to his bookshelf and chose a book, How to Scare Away Anything. Clark flipped to the Ws near the end of the book. 

Big Bad Wolf: Knock, knock, knock. 

Clark: Go away!

Big Bad Wolf: Huf, Puff, Huff, Huff Puff! Wooooooo

Narrator: The house began to shake. Able and Buster covered their ears and got ready to run. 

Big Bad Wolf: Huf, Puff, Huff, Huff Puff! Wooooooo

Narrator: The house rocked from side to side! Finally Clark found what he was looking for. 

Clark: Pots and pans! Wolves are afraid of pots and pans! 

Narrator: Clark, Able and Buster grabbed pots and pans and banged them together, louder and louder!

(pigs bang pans)

Big Bad Wolf: Oooooooo!

Narrator: Clark peeked out the window to see Wolf holding his ears and howling. 

Clark: Louder! 

Narrator: The noise was deafening! With one last howl…

Big Bad Wolf: OOOOooooooooo!!!!

Narrator: the wolf ran from the house and headed back to Deep Dark Woods never to bother the pigs again.

Our PAX Classroom

I better my world, I better myself, I am a PAX Leader

We will have a PAX classroom

PAX is the latin word for peace and works to promote PEACE • PRODUCTIVITY • HEALTH • HAPPINESS in the classroom. This year I also think we are going to add Positivity to our PAX Vision.

What is the PAX Good Behavior Game?

The PAX Good Behavior Game produces powerful prevention results in the classroom and increases academic achievement.

The PAXIS Institute was founded by Dennis D. Embry, Ph.D. The PAXIS Institute identifies and connects the best science and wisdom to maximize the peace, productivity, health and happiness of individuals, families, organizations, and communities everywhere.


Each class will create a PAX Vision which includes what students would like to see, hear, feel and do more of as well as what students decide they would like to experience less of. Our classroom PAX VISION is a living document and is open to change throughout the year.

PAX Motto


The PAX Motto is I better my world, I better myself. I am a PAX Leader and students are taught skills to help them develop into community and school leaders.

We will be working on creating papier-mâché  globes in our classrooms so students can learn not only basic SS and geography skills while developing empathy for other students in our classroom, community and around the planet.

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